PAUL & HIS TEACHING students to find the passages, and ... · PDF fileLesson 1 (Simple Outline) Who is Paul? ... and give a brief intro that explains where each ... God’s plan of

Paul Study © A. Paige Britton 2015 Page 1

PAUL & HIS TEACHING

Lesson 1 (Simple Outline)

Who is Paul?

Biography: Paul’s words about himself; from Acts: Persecutor &

Convert

Goal: This lesson will introduce Paul, first using his own words,

then Luke’s initial narratives about him in Acts. Students will

learn foundational vocabulary and early church history.

Suggestions for teaching: Let the students read the passages

aloud. List words on the board/chart that describe Paul. Define

them orally (students may want to write these down). Also list

major events in his life, including his Jewish background, before

the events of Acts 8&9.

From his introductions to his epistles (No need to comment

on every verse; just read the passages and have the class list

what they learn. Allow enough time for students to find the

passages, and give a brief intro that explains where each

passage comes from.)

o Romans 1:1-7 (slave/servant; called; apostle;

Gentiles/nations; saints. Also: What is the content

of the gospel Paul shares with others?)

o Galatians 1:1-2 (From whom did the apostleship

come?)

o Titus 1:1-4 (elect/chosen ones; entrusted with

preaching)

o Philemon 1-3 (Prisoner)

Other words from his speeches & epistles (No need to

comment on every verse; just read the passages and have

the class list what they learn. Allow enough time for

students to find the passages, and give a brief intro that

explains where each passage comes from.)

o Acts 22:1-5 (Jewish background, speaking to Jews in

Jerusalem)

o Acts 26:4-11 (Pharisee; Jewish background,

speaking to King Agrippa)

o Philippians 3:2-7 (Paul’s Christian view of his Jewish

background)

o 1 Timothy 1:12-17 (Paul’s Christian view of his role

as persecutor of the church)

o 2 Cor. 11:21b-33 (Paul boasts of his sufferings as an

apostle)

o Romans 15:14-21 (Paul identifies his role as apostle

to the Gentiles)

Acts 8:1-3 (in context of Stephen’s martyrdom)

Acts 9:1-31 (Conversion & first preaching)

Conclusion: Review vocabulary words. Ask class to

summarize (1) Paul’s life before his conversion; (2) Paul’s

conversion experience; (3) Paul’s work now that he is called

by God.

A note about Paul’s name: Luke begins his narrative calling Paul by his

Hebrew name, Saul. Luke continues to call him “Saul” even after the

conversion experience, because these scenes take place in a Jewish setting.

He only switches to “Paul” in 13:9, when the scene changes to Cyprus, an

entirely Gentile setting. So it is not true that Saul took the name “Paul” at

his conversion. Scholars speculate that “Saul” was his surname, and that

he preferred to use his Greek first name in settings where Greek was

spoken because “Saul” sounds like a rude word in Greek!



Paul the Missionary Preacher

Biography: Review of lesson 1; Paul’s first missionary work.

Goal: This lesson will review foundational vocabulary and Paul’s

conversion. Students will then become familiar with Paul’s first

missionary work to the Jewish diaspora and the Gentiles.


aloud.

Review of Key Vocab & Events

o Vocab: apostle, saints, Gentiles

o Events:

Life under Judaism; persecution of church;

conversion; special calling

o Paul’s View of Himself:

1 Timothy 1:12-17 (Paul’s Christian view of

his role as persecutor of the church)

2 Cor. 11:21b-33 (Paul boasts of his

sufferings as an apostle)

Romans 15:14-21 (Paul identifies his role as

apostle to the Gentiles)

Paul’s initial missionary activity

o Contextual note: Catch the class up to speed on the

early church’s gradual understanding that Gentiles

also were appointed for eternal life. (See Acts 10-

11, but don’t read, just summarize. You might read

Acts 11:18 aloud, though.)

o Review: Where was Paul converted, where did he

go next (see Acts 9)?

o Study Acts 11:19-30 (The church in Antioch, Paul’s

first commissions)

o Study Acts 13:1-16 (Paul & Barnabas begin their

travels)

Use map

Highlight Holy Spirit’s involvement

Note significance of miracles

See note above re. Paul’s name

Note Paul’s desire to preach to the Jews

first

Conclusion: Review Paul’s “Before” and “After”; emphasize

God’s plan of redemption in Christ, and his sovereign

guidance of all things.



Paul’s First Recorded Sermon (Acts 13)

Biography: Review of Lesson 1; Paul’s first sermon & first missionary

work.


conversion. Students will also study Paul’s first recorded

sermon.


aloud (except where there are lots of strange city names!).

Review of Lesson 1 vocab & concepts


o Events:



o Content of Paul’s gospel (See Rom. 1:1-7)

Where did Paul get his gospel?

Study Acts 13:17-47 (Paul’s sermon)

o Break this into pieces according to different sections

of redemptive history

o Highlight Jesus’ connection to OT (David’s line,

God’s promises, David’s prophecies)

o Note historical events of Jesus’ life and death, as

well as their theological significance for salvation

Study Acts 13:48-52 (The reaction of the listeners)

Conclusion: Praise God for his sovereign guidance of

history, so that from the family of the Jews came salvation

for all the families of the earth.



Paul the Preacher to the Gentiles

Biography: Review of Lesson 1; Paul’s first missionary work among

pagan Gentiles.


conversion. Students will also examine passages in which Paul

speaks to pagan Gentiles.





o Events:



o Content of Paul’s gospel (See Rom. 1:1-7)

Where did Paul get his gospel?

Paul among Pagan Gentiles (Acts 14:1-18)

o Give a short synopsis of the state of religion in the

ancient world of the 1st c. (monotheists, polytheists,

philosophers, Jews, Gentile God-fearers, pagans)

o Read Acts 14:1-7 yourself (lots of strange names).

Locate on map the cities mentioned; discuss the

reasons for Paul & Barnabas moving on.

o Read Acts 14:8-13

Note Greek mythology (legend of Baucis &

Philemon) & pagan superstition

Note pattern of PREACHING FAITH

HEALING. (The man’s faith was grounded in

Christ because of the preached word.)

o Read Acts 14:14-18

Note Paul’s main points to this audience.

Contrast this approach with Paul’s

elaborate sermon in the synagogue.

Note the different audiences that

missionaries in the first c. encountered (see

list of religions)

Paul Encourages the Fledgling Churches (Acts 14:19-28)

o Read this section yourself because of the strange

names. Locate places on map.

o Summarize Paul’s experiences & his message.

If time, you may want to read through and discuss a little

Eph. 2:11-22, regarding the significance of the Gentiles

coming into the family of God.

Conclusion

o Read Eph. 2:11-13.

o Praise God for his work among the Gentiles,

because this is the background of most of us in the

church today!



Paul on Trial

Biography: Review of Lesson 1; Paul’s defense of the gospel while

on trial


conversion. Students will also examine passages in which Paul

defends himself and the gospel against accusers.





o Events:



Shape of missionary work to Jews & pagan Gentiles;

reactions of both groups

Hostility in Jerusalem (Acts 21:27-36)

o Sketch Paul’s reasons for being in Jerusalem, from

Acts 21:1-26.

o Read Acts 21:27-36 – the controversy begins

Paul’s defense before the Jews in Jerusalem (Acts 21:37-22:29)

– Note Paul’s life before conversion; any new details about the

conversion experience; God’s communication to Paul; the Jews’

reaction to his speech.

Paul’s Next Stops: summarize Acts 23-25

Paul Before King Agrippa (Acts 26)

o Introduction – Paul’s Jewish background (Acts 26:1-

11)

o Paul’s conversion again (Acts 26:12-18) – note new

details

o Paul’s work and his listeners’ reactions (Acts 26:19-

32)

The end of Acts – summarize end of Acts & final events in Paul’s

life (imprisonment in Rome; further missionary work; eventual

martyrdom under Nero)

Conclusion: Note God’s close involvement in the conversion

and commissioning of Paul, and praise him for his sovereign

guidance of the church, then and now.



Introduction to Ephesians

Biography: Paul and the Ephesian church, from Acts

Goal: In this lesson students will review foundational

vocabulary and events. They will then get to know the situation

at the Ephesian church, and study Paul’s farewell speech to the

Ephesian elders.


aloud, unless there are many strange city names. Please

explain that this is the introduction to our study of one of

Paul’s letters. Use the map to locate Ephesus and other cities.

Review of vocab & concepts


o Events:

Paul’s life under Judaism; persecution of church;


Shape of missionary work to Jews & pagan Gentiles;

reactions of both groups

The Beginnings of the Ephesian Church (Acts 18:24-28)

o Summarize Acts 18:18-23 (Paul left his traveling

companions in Ephesus while he went elsewhere)

o Read Acts 18:24-28

Discuss baptism of John & Apollos’ teaching

Note the role of Priscilla & Aquilla

Note that the Ephesians began as a primarily Jewish

church, & that the first teaching they received was

incomplete.

Paul Straightens out the Ephesians (Acts 19:1-10)

o Note Paul’s efforts to re-teach this tiny group of believers,

& the coming of the Holy Spirit

o Note reaction of the Jews, Paul’s dedication

The Influence of the Occult in Ephesus (Acts 19:11-20)

o Note the reality of the spirit world

o Note the triumph of Jesus over the occult

The Clash of the Gospel with the Pagan Culture (Acts 19:21-41)

o Read Acts 19:21-27 – Demetrius’ persuasion

o Read Acts 19:28-41 – the mob’s reaction, the Roman

desire for order

o Note the setting for Paul’s instructions to the Ephesians: a

place influenced by the occult, by pagan worship, and by

great hostility to the gospel.

Paul’s Relationship with the Ephesian Elders (Acts 20:17-38)

o Summarize Paul’s desire to return to Jerusalem

o Read Acts 20:17-21 – Paul’s ministry among the Ephesians

o Read Acts 20:22-27 – Paul’s driving purpose

o Read Acts 20:28-35 – Paul’s example and instructions

o Read Acts 20:36-38 – Paul’s close relationship with these

Ephesian leaders

Conclusion: Summarize the situation of the Ephesian church: tiny

Jewish beginning, then later Gentile growth; threats from the occult,

pagan religion, persecution; direct instruction from Paul, and a close

relationship with the Apostle. Praise God for conquering the darkness

of false teaching with the light of the gospel.



Introduction to Ephesians Chapter One

Theology: Getting to know the epistles, getting to know the

vocabulary of Ephesians 1.

Goal: In this lesson students will get a basic understanding of

where Ephesians fits among the books of the NT, and they will

review Paul’s relationship with the church at Ephesus. They will

start a study of Eph. 1 and gain some theological vocabulary.

Suggestions for teaching: This is the first theology lesson in our

study on Paul & his teaching. The suggestions below will allow

you to approach Ephesians SLOWLY and contextually, and

proceed SLOWLY through the first half of the first chapter. I

recommend that you read the passages aloud yourself for the

class, because some of the theological vocabulary will be

unfamiliar.

Review of vocab & concepts

o Who is Paul, and why should we listen to him?

o (Explain about his authority as apostle, and that we

are to view his letters in the NT as God-breathed.)

Setting Ephesians in its NT context

o Using the table of contents in everybody’s Bible, walk

through the names, authors, and genres of the NT

books.

o Discuss Paul’s relationship with the church at Ephesus

and the cultural climate in which those believers

were living. (Students will have studied this last

week, but if they forget, give a brief summary of the

events described in Acts 18-20 involving Paul & the

Ephesians.)

o Historical note: Ephesians was written after Paul’s

last visit with the Ephesian elders (when he was en

route to Jerusalem). It was written from prison,

probably Paul’s first imprisonment in Rome.

o Textual note: Ephesians was written to describe

God’s marvelous sovereign plan of salvation, and to

instruct the church in how to live as children of God.

Getting to Know Ephesians 1:1-10

o Suggestions: Read the whole passage to give

students a sense of what they will be studying today.

Then take it in smaller chunks and discuss vocabulary

and concepts. List words on board. Go SLOWLY,

check often for understanding. Sketch a timeline

showing God’s work on our behalf in the past, the

present, and the future.

o Eph. 1:1-2 (Apostle, saints)

o Eph. 1:3 (“Every spiritual blessing in the heavenly

places” – not just after we die, but now, too. The

blessings follow:)

o Eph. 1:4-6 (election; blamelessness as a gift;

predestination; adoption; grace)

o Eph. 1:7-8 (redemption, forgiveness, trespasses/sins,

grace. Note that “all wisdom and insight” is God’s,

not ours.)

o Eph. 1:9-10 (mystery, fullness of time)

o Now reread the passage, noting the blessings you

have listed on the board as you go. Cont’d

Getting to Know Ephesians 1:11-14

o Suggestions: Read this passage to start. Note that

Paul is talking about two groups of people, “us” and


“you.” Explain that this probably means: “us” = the

apostles, or the Jews, to whom the gospel came

earlier; and “you” = the Gentiles, or the Ephesians, to

whom the gospel came later. Read it in pieces and

add to the list of blessings:

o Eph. 1:11 (inheritance, predestination)

o Eph. 1:12 (God’s purpose in calling people – to the

praise of his glory)

o Eph. 1:13-14 (What happens at conversion: hearing

& believing; sealing; Holy Spirit as guarantee of our

inheritance)

Putting it all together

o Suggestions: Allow students to read Eph. 1:1-14

again, maybe round-robin (though anyone may take a

pass). Ask them to summarize, stressing what God

has done for us.

o Textual note: It might be worthwhile to point out

that in the Epistles, instruction is given in what we

should believe as well as how we should act.

Ephesians is divided neatly in half: Ch. 1-3 is about

what we should believe; Ch. 4-6 adds more that we

should believe and also begins to instruct us in how

we should act.

o Application: Ask class to supply ideas for: What

difference can it make to know that Eph. 1:3-14 is

TRUE?

(If needed: Read Paul’s prayer in Eph. 1:15-22, but don’t add

commentary today.)

Conclusion: Invite students to pray, thanking God for some gift

of grace that struck them during this lesson.



Part Two of Ephesians Chapter One

Theology: Review of the vocabulary of Ephesians 1:1-14; Paul’s

prayer in Eph. 1:15-22.

Goal: In this lesson students will review Paul’s relationship with

the church at Ephesus. They will also review some theological

vocabulary from Eph. 1:1-14, and will study Paul’s prayer in Eph.

1:15-22.

Suggestions for teaching: This is the second theology lesson in

our study on Paul & his teaching. The suggestions below will

allow you to approach Ephesians SLOWLY and contextually,

and proceed SLOWLY through the second half of the first

chapter. I recommend that you read the passages aloud

yourself for the class, because some of the theological

vocabulary will be unfamiliar.

Review of vocab & concepts (Take your time here!)

o Who is Paul, and why should we listen to him?

(Explain about his authority as apostle, and that we

are to view his letters in the NT as God-breathed.)

o Review Paul’s relationship with the Ephesian church

o Review what life was like in Ephesus

o Discuss “blessings” – physical blessings, family and

church blessings, and “spiritual blessings”

o Reread Eph. 1:1-14, on the lookout for “spiritual

blessings.” Take your time!

Review key vocabulary from the passage (See

Lesson 7)

Note WHEN each of these blessings occurred –

eternity past, historical past, believer’s past,

present & future.

Paul’s prayer in Eph. 1:15-22

o Discuss reasons why we pray for others. List things we

usually request.

o Read Eph. 1:15-19a. Discuss Paul’s motivation for prayer,

the things he requests. (List these requests)

Vocab: saints, revelation, inheritance

Discuss significance of these requests

Note that v.18-19 list the things Paul wants us to know:

the hope of our calling; that the saints are God’s

inheritance; that God’s power is available to believers.

o Read Eph. 1:18-22 (Explain that this part of the prayer does

not request things so much as praise God for what he has

done and for who Christ is.)

List true things about Christ

Discuss God’s “incomparably great power for us who

believe” – how & when is this experienced?

Discuss significance of the truth about Christ’s reign, re.

different life situations

If more material is needed:

o Discuss which parts of Paul’s prayer students hope God will

fulfill for them or for their loved ones.

Conclusion

o Discuss Paul’s prayer as an example for our prayers

o Invite students to offer prayers praising God for his

spiritual blessings to us.



Review Ephesians Chapter One


prayer in Eph. 1:15-22; Westminster Standards on related topics.


the church at Ephesus. They will also review some theological

vocabulary from Eph. 1:1-14 and the content of Paul’s prayer in

Eph. 1:15-22. They will be introduced to the WS and will read

and discuss some relevant parts.

Suggestions for teaching: This is the third theology lesson in

our study on Paul & his teaching. Please don’t rush or try to

“finish on time.” Comprehension is key, not amount covered.

The Standards will be new to almost everybody, so be sure to

explain where they come from and what they are.

Part One: Review of Paul & Ephesus (5 mins)

o Using Acts 18-20 as background, prepare review questions

about people, Paul’s involvement, and life in Ephesus. As a

class, look up details that have been forgotten.

o Vocabulary to review: apostle, saint, Gentiles

Part Two: Review of Ephesians 1:1-14 (10 mins)

o Prepare board with three column headings: PAST,

PRESENT, FUTURE

o Read Eph. 1:3-14. Note which of these “spiritual blessings”

were accomplished in the past (eternity past/historical

past/believer’s past), which are true for believers in the

present, and which are held out for the future.

o Vocabulary to review: predestination, adoption, grace,

redemption, sin

Part Three: Review of Paul’s Prayer in Eph. 1:15-22 (10 mins)

o Read Eph. 1:15-22

o Discuss what Paul requests for believers

o Add to list on board of what has been/is/will be

accomplished for believers

o Discuss how Paul’s prayer is a model for our own prayers

Part Four: Exploring the Westminster Standards

o Copies are available in classroom of an updated English

version. Students may take a copy home if they wish.

o Please explain what this is: a set of documents written in

the 1600’s by English clergymen, which sums up the

teachings of the Bible. It is NOT something from God which

we are supposed to read in addition to the Bible: it’s a

helpful tool for understanding what the Bible is saying.

o Show the different parts & their purposes.

o Give examples of “big picture” questions that Christians

should think about, such as, “Are people generally good,

generally bad, or a mix?” and “What was God’s plan of

salvation?” and “What happens when a person is saved?”

Explain that these questions are answered in the Bible in

various places, but the WS bring all of the ideas together so

we can see the answers more clearly.

o Read and discuss:

Go with the Shorter Catechism this time, as many of Q1-

38 as you have time for. Give plenty of time for Q&A.

Ask students to give a ballpark idea of where in the

Bible one could go to answer some of the questions.

You’re welcome to look up any verses as you go along.

Election is likely to be a sticky issue.

Conclusion: Pray (or invite a student to pray) using Paul’s prayer as a

model.



Ephesians Chapter Two, Take ONE


prayer in Eph. 1:15-22; Westminster Standards on related topics.


the church at Ephesus, the blessings of Eph. 1:1-14 and the

content of Paul’s prayer in Eph. 1:15-22. They will review some

questions from the WSC that relate to the fall of man, and will

begin a study of Eph. 2:1-10.

Suggestions for teaching: Please don’t rush or try to “finish on

time.” Comprehension is key, not amount covered. You should

read the Eph. 2 selection today, as it will be new. Times are

given only as a general guideline.

Part One: Review (15-20 mins)

o Paul at Ephesus

Discuss Paul’s relation with the Ephesian church, as well

as the spiritual climate of Ephesus. (See earlier

lessons for details.)

o Ephesians 1

Invite students to read aloud Eph. 1:1-14 in short

sections. Call attention to the “spiritual blessings”

named by Paul.

o WSC

This was just introduced last week. Be sure to remind

them what it is (see Lesson 9).

Ask Q1 before opening the book. See if anybody

remembers, then check. Encourage memorizing it.

Read Q10-20. Take your time, check for understanding.

The theme here is the Fall & Sin, which will be

reinforced in our reading in Eph. 2.

Part Two: Ephesians 2:1-10 (15-20 mins)

o Read Eph. 2:1-3. List words on board describing what

people are like without God. Note that Paul includes

himself on that list, in his former way of life, and we

should, too.

o Read Eph. 2:4-7. Discuss God’s motivation and the gifts he

has given. List these on the board, too.

o Read Eph. 2:8-9.

Discuss conversion experiences, how these don’t happen

in a “cookie-cutter,” predictable way. Invite people to

share how they came to know the Lord.

Keep bringing them back to the truth that even if they

felt they had consciously made a decision for Christ,

the very ability to believe was given to them by God.

Reinforce this by rereading 2:1 – “you were DEAD.”

o Read Eph. 2:10.

Discuss what we are saved FOR – not just heaven, but

“good works prepared in advance.”

Discuss what these could be. (No limits! It’s not just

“religious” work!)

Conclusion:

o (If time) Link Eph. 2 with the WSC

Note links re. original sin, the results of the fall (spiritual

death & separation from God), God’s plan of

salvation.

Ask Q1 again. Discuss how we enjoy God in this part of

“forever.” Link this with Ephesians 2:10.

o Take questions as needed!

o Pray using Eph. 2:4-6 as a springboard.



Ephesians Chapter Two, Take TWO

Theology: Review of the vocabulary of Ephesians 1:1-14; review of

theology in Eph. 2:1-10; Westminster Standards on related topics.

Goal: In this lesson students will review the vocabulary of Eph.

1:1-14 and the doctrine found in Eph. 2:1-10 (on salvation & the

state of man). They will review some questions from the WSC

that relate to the fall of man, and will begin a study of Eph.

2:11-22.


time.” Comprehension is key, not amount covered. You should

read the Eph. 2 selection today, as it will be new. Times are

given only as a general guideline.

Part One: Review (15-20 mins)

o Vocab: Read Eph. 1:1-14 – Discuss predestination,

redemption, grace, adoption.

o Doctrine:

Read Eph. 2:1-10

Discuss state of those without Christ (all of us should

remember our origins here!)

Discuss salvation – grace v. judgment; faith v. works;

source of faith.

Discuss the role of “works” in the lives of believers (2:10).

o Westminster Shorter Catechism

Remind students what this is (see previous lesson)

Do Q1 without looking first, then read together

Read Q16-20 & relate these to Eph. 2:1-9.

Part Two: Study of Ephesians 2:11-22 – Making one out of the two

o Review who the “Gentiles” are – retell the Jewish

Christians’ astonishment that Gentiles were also being

granted salvation (summarize the story of Peter &

Cornelius from Acts 10 &11)

o Read passage in sections and check for understanding:

2:11-12 – The “BEFORE” picture

2:13 – the “AFTER” picture

2:14-16 – Christ’s mission and accomplishments

2:17-18 – the gifts of Christ

2:19-22 – Christ’s building project

o Note that the significance of the inclusion of the Gentiles is

not only that “the dogs” were receiving grace, but that

God’s project of salvation is revealed by this move to be as

big as the world—the re-creation of humanity, as it were:

“making one new man out of the two.”

Conclusion:

o Address questions

o Pray, praising God for the enormous extent of his grace

and love, that even the Gentiles (which means most of us!)

would receive salvation.



Ephesians Chapter Two, REVIEW

Goal: In this lesson students will revisit Paul’s relationship with

the Ephesians, and they will review the vocabulary of Eph. 1:1-

14 and the doctrine found in Eph. 2:1-10 (on salvation & the

state of man). They will review Christ’s work in Eph. 2:11-22,

and will discuss some questions from the WSC that relate to the

fall of man & effectual calling.


time.” Comprehension is key, not amount covered. Times

given are suggestions only.

Part One: Paul’s Relationship to the Ephesian Church (5 mins)

o Using Acts 18-20 as background, prepare a few review

questions about people, Paul’s involvement, and life in

Ephesus. As a class, look up details that have been

forgotten.

o Vocabulary to review: apostle, saint, Gentiles

Part Two: Spiritual Blessings in Eph. 1:1-14 (5-10 mins)

o Paul teaches some things that we could not know with our

minds or senses alone. Reread the passage together, and

name the spiritual blessings that belong to us in Christ.

o Some vocabulary to consider: predestined, adopted, grace,

redemption.

Part Three: Dead in Sins (10-15 mins)

o Using Eph. 2:1-3 and 2:11-12, discuss the BEFORE state of

Christians (i.e., of all those without Christ). Stress the

seriousness of it: dead people walking, serving the devil

and their own passions, without hope and without God.

o Discuss how our minds and senses can deceive us:

unbelievers may seem like decent people, and we may not

have had a very dramatic “Before” and “After” in our own

lives. Again, Paul is revealing what we could not know

without divine insight.

o Discuss the problem of salvation: if people are dead in

sins, children of wrath, how do they become children of

God? (Link this idea with the people you have read about

who lived in Ephesus!)

Part Four: “But God…” (10-15 mins)

o Using Eph. 2:4-10 and 2:13-22, a bit at a time, gather the

gospel and help students understand:

God’s initiative in salvation

God’s motivation to save

Christ’s grand project of the new humanity

The gains we have in Christ

Part Five: The Westminster Shorter Catechism (any amount)

o This was introduced a couple of lessons ago. Ask if they

know what it is (see Lesson 9 for suggested description).

o Without opening the book, ask Q1 & see who knows it.

Then read it. Encourage memorizing this one.

o Another target for memorization is Q14, “What is sin?” Try

to answer w/o looking, then read it together.

o Read through (and ask students to paraphrase in their own

words or connect w/Ephesians) as many of these Q’s as

you have time for:

On original sin: Q13, 16, 19 (review)

On God’s initiative in salvation: Q20 (review)

On “effectual calling”: Q29-32 (new- go slow!)

Pray, praising God for raising the living dead to deathless life.



Ephesians Chapter Three, PART ONE

Goal: In this lesson students will summarize Paul’s teaching in

Eph. 1-2 and will learn about the “effectual call” of the Spirit

from the WSC. They will then study Eph. 3:1-13.




Part One: Review of Eph. 1-2 (10 mins)

o Discuss the major themes of Eph. 1-2, either by asking

questions or by reading short selections and asking for a

summary in students’ own words.

o Suggested themes: The state of unbelievers, grace, God’s

initiative, Christ’s supremacy, Jews & Gentiles, spiritual

blessings in Christ (past, present, & future).

Part Two: The “Effectual Call” (WSC) (10-15 mins)

o Check students’ memory work: ask Q1, Q14. (Read the

answers together if nobody can do it without looking!)

o Introduce the phrase “effectual call” (maybe write this on

the board), and explain it in your own words. Discuss how

this idea is hinted at in Ephesians (i.e., spiritual deadness

necessitates God’s initiative in salvation, 2:1-9; faith itself

is a gift, 2:8; believers are made alive by the Spirit through

the preaching of the gospel, 1:13f.; 2:17.) Theologians

coined the term as a handle for all these ideas together.

o Read through WSC Q’s 29-32, on the effectual call. Ask for

any questions.

Part Three: Ephesians 3:1-13 (20 minutes)

o Read the passage through one time before tackling it in

smaller chunks. I suggest that you do this reading yourself,

as the passage will be unfamiliar to the students.

o Note before reading that Paul interrupts himself right at

the start, which can seem confusing. His two themes are

the mystery of God’s plan in Christ and Paul’s role as

minister to the Gentiles.

o Read & discuss 3:1-3 (Paul’s role)

o Read & discuss 3:4-6 (The content of the “mystery”)

Note that in NT usage, “mystery” means something that

used to be hidden, but that has finally been revealed

by God and is now openly proclaimed.

o Read and discuss 3:7-8 (Paul’s role)

o Read and discuss 3:9-10 (The timing & purpose of the

“mystery”)

o Read and discuss 3:11-12 (The revelation of the mystery,

and its blessings for believers)

o Read and discuss 3:13 (Paul’s role, and his attitude towards

his present situation)

Conclusion: Reread today’s passage, so all the separate parts are

heard together. Praise God for revealing the mystery of Christ – the

creation of a new humanity of believers from all backgrounds – and

for giving us the gift of Paul’s writings so that we, too, may know this.



Ephesians Chapter Three, PART TWO


Eph. 1-2 and will review the idea of the “effectual call” of the

Spirit using the WSC. They will then revisit Eph. 3:1-13, and will

finish by getting to know Paul’s prayer in Eph. 3:14-21.




Part One: Review of Eph. 1-2 (10 mins)







Part Two: The “Effectual Call” (WSC) (No more than 5 mins)



o Remind students that our salvation is God’s gift, and that

the Spirit awakens our faith before we can make any move

toward God. Read Eph. 2:1 (we were all dead) and 2:8-9

(faith is God’s gift).

o Remind students that this is what we mean by the

“effectual” (or “effective”) call.

Part Three: Revisit Ephesians 3:1-13 (10-15 mins)

o Read the passage. Discuss major themes (Paul’s task, the

“mystery”), see if there are any questions.

Part Four: Paul’s Prayer in Ephesians 3:14-21 (10-15 mins)

o Discuss reasons we pray for others (believers or

unbelievers).

o Ask students to listen for the things Paul requests from

God for his brothers and sisters. Read the passage, then

list his requests.

o Think of a variety of challenging life situations (whether

little ones or big ones). How would our perspective on our

circumstances change if we remembered the things Paul is

requesting here?

Conclusion: Pray, using Paul’s prayer as a model.



Review of Ephesians Chapter Three


Eph. 1-2 and will review the idea of human inability and the

“effectual call” of the Spirit using the WSC. They will then

revisit Eph. 3.


time.” Comprehension is key, not amount covered. Most

times given are suggestions only. Keep a tight rein on the

initial two review segments, though!

Part One: Review of Eph. 1-2 (No more than 10 mins)







Part Two: Human Inability & The “Effectual Call” (WSC) (10 mins)



o Remind students that our salvation is God’s gift, and that

the Spirit awakens our faith before we can make any move

toward God. Read Eph. 2:1 (we were all dead) and 2:8-9

(faith is God’s gift).

o Remind students that this is what we mean by the

“effectual” (or “effective”) call.

o Read Q19, 20, 29-31, helping with comprehension by

rephrasing things in your own words. (Keep it simple!)

Part Three: Revisit Ephesians 3 (25 mins)

o Read the entire chapter aloud as a class, taking turns.

Suggested discussion topics follow:

o Using Eph. 2:10, discuss Paul’s special calling (as he

describes it in Ch.3). Relate this to the notion of calling in

each of our lives as believers.

o Using Eph. 1:7-10 (esp. v.9-10), discuss Paul’s use of the

term “mystery.” Does it refer to the same thing in Ch. 1

and Ch. 3?

o Discuss Paul’s way of praying for believers (i.e., the content

of his prayers), and suggest comparisons between the two

prayers in Eph. 1:15-19 and Eph. 3:14-21.

o Search in this passage and in the first chapters to gather

“true things” about such themes as:

God’s greatness; God’s mercy; spiritual blessings; the

church; the supremacy of Christ.

Conclusion:

o Emphasize the confidence we can have as believers,

because of God’s great love and his thoroughly,

wonderfully accomplished plan in Christ.



Ephesians Chapter Four, TAKE ONE

Goal: In this lesson YOU will summarize Paul’s teaching in Eph.

1-3 and will help the class review the idea of human inability

and the “effectual call” of the Spirit using the WSC. Students

will then begin to study Eph. 4:1-16.


time.” Comprehension is key, not amount covered. Unless

otherwise indicated, times given are suggestions only. Keep a

tight rein on the initial two review segments, though!

Part One: Review of Ephesians 1-3 (About 10 mins.)

o Teacher Note: For the sake of time, rather than a Q-A

form for review, provide a summary yourself of the major

themes of Eph. 1-3. These are given in more detail in

previous lessons, and should include all or some of the

following:

The spiritual blessings that we gain in Christ; Christ’s

supremacy; human inability and “deadness” in sin;

God’s initiative in salvation (by grace thru faith); God’s

great plan to reconcile Jews and Gentiles; Paul’s role

and relationship with the Ephesian church.

It would also be appropriate to ask the class what they

have learned about how to study Paul’s writing for

maximum understanding (see Andy’s quote about

eating the elephant!).

Part Two: Review of WSC (About 5 mins.)

o Memory work: Q1, Q14 (sin)

o Read together Q19, 20 – relate these to Eph. 2

o Read together Q29-31 – relate to Ephesians by reminding

students of human inability, God’s initiative in salvation,

and the “effective” (effectual) call of the Spirit. Keep it

simple!

Part Three: Ephesians 4:1-16

o Teacher note: Chapter four is a transitional point from the

theology of the first three chapters to the practical

teaching in the last three (although new truths about God

will be taught in this last section as well). Emphasize how

Paul knew we must first “think rightly” before we can “act

rightly.”

o Read passage aloud to students.

o Discuss imperatives (“marching orders”) in 4:1-3, 15

Apply these concepts to real life situations

o Discuss new teaching, following these categories:

Christ’s work

True things about the church

True things about how we grow up in the faith (both

individually and collectively)

Things we should beware of

o Emphasize the difference between things that are OUR

responsibility, and things that are GOD’s project.

Conclusion:

o Briefly discuss how the knowledge we have gained from

Ch. 1-3 influences (or should influence!) our willingness to

follow the marching orders given at the beginning of Ch.4.

o Pray, thanking God for all the ways he has provided for us

to KNOW rightly so that we can THINK and ACT rightly.



Ephesians Chapter Four, TAKE TWO

Goal: In this lesson the class will briefly summarize the RIGHT

THINKING taught in Ephesians 1-3. Students will then review

Eph. 4:1-16 and begin a study of Eph. 4:17-32.




tight rein on the initial review segment, though!


o Remind the class that maturity in the Christian faith comes

from absorbing the RIGHT THINKING taught in God’s Word

(as opposed to just following lists of things to do!).

o Invite students to supply examples of RIGHT THINKING

taught in Eph. 1-3, suggesting categories such as God,

Christ, people without Christ, divisions among humanity,

salvation, faith, the church, how to pray for one another.

o Encourage students to find support for their answers in the

text of Paul’s letter.

Part Two: Revisiting Ephesians 4:1-16 (about 10 mins)

o Remind class that this is a transitional chapter; we will see

more practical instruction from here on out (but it is all

built on RIGHT THINKING!).

o Read this section to the class.

o Check comprehension regarding God’s provision to the

church for growing up into maturity of faith.

o Emphasize the new teaching about Christ in 4:9-10, linking

it with Paul’s description of Christ’s supremacy in 1:20-23

and applying this to us in terms of RIGHT THINKING.

Part Three: Ephesians 4:17-32

o Read 4:17-20

Begin a list of contrasts on the board: pagans on the

one side, believers on the other.

o Read 4:20-24

Add to the pagan/believer list

Discuss the DAILY NECESSITY of putting off the old

habits: touch on the difference between justification

and sanctification, or “being declared holy” and

“becoming holy.”

o Read 4:25-32

Add to the pagan/believer list

Challenge students to identify the characteristics that

they typically need to remember to “put off” (not to

mention the situations & relationships in which they

find themselves needing to do so!) Encourage them

to do so prayerfully, humbly asking Christ’s help.

Conclusion:

o Emphasize the RIGHT THINKING behind it all, as seen in

v.32. Remind students to dwell on the truths in Eph. 1-3,

so as to put into perspective those moments when we are

least likely to “put off the old self” and “put on the new”!



Ephesians Chapter Four, REVIEW

Goal: In this lesson the class will briefly summarize the RIGHT

THINKING taught in Ephesians 1-3. Students will then review

Eph. 4:1-16 and Eph. 4:17-32.






o Prepare three or four review questions that will refer

students back to chapters 1-3. Challenge students to find

verses to support their answers.

o Concepts we have covered include God, Christ, people

without Christ, divisions among humanity, salvation, faith,

the church, how to pray for one another.

o Remind students that RIGHT THINKING about God,

ourselves, and the world must come before we have the

courage and willingness to ACT RIGHTLY.

Part Two: Review of Ephesians 4:1-16 (About 15 mins.)

o Read 4:1-16

o Note that imperatives (“marching orders”) begin in this

chapter.

o Discuss Christ’s provision for the church in terms of his

purpose, his means, his initiative and our response.

o Discuss Paul’s picture of a healthy church.

Part Three: Review of Ephesians 4:17-32

o Read 4:17-24

Discuss the BEFORE/AFTER contrast here.

Discuss “putting off the old self”

The two keys here are a) to identify habits of thought,

speech and action that belong to the “old self,” and b)

to nurture a grateful love and trust of God that leads

us to desire to please him.

o Read 4:25-32

Note the character of the “new self” as it is made plain in

one’s speech, relationships, attitudes, and actions.

(These would make good “listables” on the board.)

Discuss the situations in which we need the most grace in

order to “put off the old self” and “put on the new.”

Discuss the motivational element in Eph. 4:32 (note that

this has everything to do with RIGHT THINKING!)

Conclusion

o Pray for the grace to live as new creatures, emphasizing

the words of Eph. 4:32 – “as God in Christ forgave you.”



Ephesians Chapter Five, PART ONE

Goal: In this lesson the class will briefly review Eph. 4:1-16 and Eph.

4:17-32. They will then begin a study of Eph. 5:1-21, focusing on

MOTIVATION for right action and the contrast between “light” and

“dark” living.





Part One: Review of Ephesians 4 (About 10 mins.)

o Begin with Eph. 4:32. Discuss some (not all!) of the things

God has given us through Christ, and how THINKING

RIGHTLY about these things helps us to ACT RIGHTLY in our

relationships.

o Review together some of Paul’s practical instructions (both

positive and negative) in Eph. 4 regarding putting off the

old self and putting on the new.

Part Two: Intro to Chapter 5

o Discuss Eph. 5:1-2 as MOTIVATION for right action. Duty,

or delight?

o Touch on the lavishness of God’s love and grace, as

described in Eph. 1-2.

Part Three: Chapter 5:3-21 Study

o Read Eph. 5:3-5. Discuss & list the contrast here regarding

how we use words.

o Read Eph. 5:6-14. Discuss & list the main contrast here,

between “light” and “dark.” What characterizes each?

What RIGHT THINKING is emphasized in this passage?

o Read Eph. 5:15-21. Discuss & list the contrasts here

between “wise” and “unwise” living.

Conclusion:

o Discuss Paul’s vision for how we will treat one another in

the church. Remind students of his images of the church in

1:22, 2:19-22, 4:15-16. The practical instructions in Eph. 4-

5 give us the blueprints of the building (or the anatomy of

the body!).

o Pray for this kind of love, unity, and mutual submission in

our own church.



Ephesians Chapter Five, PART TWO

Goal: In this lesson the class will review Eph. 5:1-21, focusing on

Paul’s call for UNITY and PURITY in the church. They will then study

Eph. 5:22-33, in which Paul focuses on MARRIAGE.





Part One: Review of Ephesians 5:1-21 (About 10 mins.)

o Ground the discussion in Eph. 5:1-2, noting the general call

to imitation of God, and the motivation given for our

efforts.

o Without reading the whole passage aloud, challenge

students to identify the “marching orders” that relate to

UNITY and those that relate to PURITY within the church.

o Discuss 5:21. What does “submission” mean? What does

it NOT mean?

Part Two: Eph. 5:22-33

o Read the passage to get a sense of the whole.

o Read Eph. 5:22-24, focusing on wives.

Teacher Note: Obviously, this command will appear

difficult and countercultural, especially to some

women. Remind students that a) it is not coming

from you, nor even from Paul, but from God, so it

must be good; and b) it is more than evenly balanced

by the following instructions to husbands! Discuss

how this counter-cultural, Christian submission

becomes a picture of the church’s loving relationship

with Christ, regardless of the husband’s relative

worthiness.

It may be necessary here to discuss the puzzle of mutual

submission (5:21) alongside male headship within the

church and home, if these things are unfamiliar to the

students. Be sure to be aware of the general teaching

of our church in this area.

o Even if the above discussion takes a good deal of your

time, make sure you also read and comment on the

remarks addressed to husbands in Eph. 25-33.

Conclusion: Christ & the Church

o Regardless of the difficulty of the marriage/submission

discussion, end by focusing on the true things about Christ

and the church that Paul brings out in this passage. (See

especially 5:21, 23, 24, 25-27, 29, 30, 32!)

o Close in prayer for the class’s understanding in this area –

perhaps using Paul’s prayer in Eph. 3:14-21.

Resource suggestion: I highly recommend John Stott’s commentary on

Ephesians from the IVP “Bible Speaks Today” series.



Ephesians Chapter Five, REVIEW

Goal: In this lesson the class will review the main marching orders

in Eph. 5. They will also wrap up / continue a discussion on

marriage prompted by the chapter, and will conclude with a focus

on the relationship between our Trinitarian God and his Church.



otherwise indicated, times given are suggestions only.

Part One: Review of the “Marching Orders” in Ephesians 5

Set the stage by listing the most general of the commands on the

board: “Walk in love,” “be imitators of God,” “Walk as children of

light.”

Encourage class to be alert to impressions and specific examples

that summarize or define the listed commands as you read.

Without stopping to discuss, read the whole of Ephesians 5

together as a group, taking turns.

Come back to the general commands, and discuss what it looks like

to do these things.

Part Two: Marriage-specific Instruction

As needed, continue the discussion of Eph. 5:21-33 that was begun

in the prior class. (See notes from last time for specific ideas.)

If that discussion was concluded satisfactorily in the last lesson, just

focus on the new and counter-cultural learning in this section, and

our motivation for behaving in this way in a marriage.

At some point, move on to the next bit!

Part Three: The Trinitarian God and his Church

Discuss what Paul teaches in this chapter about the relationship

between God and his church. This relationship can be understood

both in terms of time and in terms of the three Persons of the

Trinity.

Suggested verses for aspects of the relationship that occurred in the

PAST: Eph. 5:2, 25; 5:23; 5:26

Suggested verses for aspects of the relationship that continue in the

PRESENT: Eph. 5:1, 8, 10, 17, 18, 19, 20, 21, 24, 29, 30, 32

Suggested verses for aspects of the relationship that refer to the

FUTURE: Eph. 5:5 (implied), 27 (note the “now & not-yet” element

here).

Note those aspects of the relationship which specifically involve the

Father, the Son, or the Holy Spirit.

Conclusion:

Pray for the class to grasp Christ’s past, present, and future love for

his church, and for God’s people to grasp that they are his beloved

children.



Ephesians 6:1-9

Goal: In this lesson the class will study the specific commands given

in Eph. 5&6 to those in relationships of authority and submission

(e.g., parent-child, master-slave/worker). The emphasis will be on

the CONTEXT of these relationships (“in Christ”), as well as on the

remarkable balance between what is expected of each party in the

relationship.




Part One: Review of the general “Marching Orders” in Ephesians 5

(about 10 mins)

Set the stage by reviewing the most general of the commands given

in Ch. 5: “Walk in love,” “be imitators of God,” “Walk as children of

light.”

Review the believer’s CONTEXT: What true things make it possible

to love consistently, wisely, and sacrificially? (See Eph. 1-3!)

Discuss what hinders our willingness to love, and how returning to

the gospel (Eph. 1-3) again and again affects our motivations.

Part Two: Relationships in Christ

Prepare the class to listen for examples of relationships of authority

and submission/obedience in the passage today.

Read to the class Eph. 6:1-9.

Name the relational pairs. Identify who is in a position of authority,

and who is in a position of submission or obedience.

Sketch a chart on the board with one column for “authority” and

the other for “submission/obedience.” List the roles that are

named in the passage, leaving room for the specific instructions to

each group.

Before identifying the specific instructions given to each group, it

would be beneficial to discuss the nature of slavery in Paul’s time

(usually debt slavery), and the WRONG use of this passage in the

antebellum American south. (You might refer also to 1 Cor. 7:21-

22, as well as Ex. 21:16 & 1 Tim. 1:10, re. kidnapping for profit.)

Extend the application of the master-slave instructions to employers

and employees!

Fill in the chart with the specific instructions for each group,

discussing details as you go (e.g., “When does correcting a child

become overcorrection?” and “What is ‘eye-service’?”)

Emphasize the CONTEXT of these relationships: Paul is addressing

Christians. What makes it possible for Christians to obey these

“marching orders” WILLINGLY? Whom are we seeking to please?

Emphasize also the BALANCE in these instructions: The orders cut

both ways. (Eph. 6:9 is a good summary!) You might refer back to

the balance in the husband-wife instructions in Ch. 5, esp. v. 22 &

25, and review what is modeled by that relationship when it is at its

best. In what ways do the parent-child and master-servant

relationships also picture Christ’s relationship with the church?

Conclusion

Encourage students to study the Proverbs for practical suggestions

regarding our relationships in the family and the workplace.

Pray for willing spirits to sustain us in our relational roles, and for

wisdom and discernment to guide our actions!



Ephesians 6:10-20

Goal: In this lesson the class will study the armor of God passage,

with emphasis on how God has already provided what we need for

life and godliness. (This lesson may be best suited for TWO

meetings.)




Part One: Review of the general & specific “Marching Orders” in

Ephesians 5 & 6 (about 5 mins)

Set the stage by reviewing the most general of the commands given

in Ch. 5: “Walk in love,” “be imitators of God,” “Walk as children of

light.”

Remind students how this translates into specific relationships

among Christians (spouses, parent/child, employer/employee).

Every Christian, regardless of role(s), is enlisted in a spiritual

struggle, which Paul describes next (along with what we need to

stand firm).

Part Two: Spiritual Conflict

Encourage students to listen for the specific elements of spiritual

armor, and reasons why we need them.

Read Eph. 6:10-20

The Reality of Spiritual Conflict

o Personal, scheming devil

o Other “spiritual forces of evil”

o How should we think of the devil?

The Nature of Spiritual Conflict

o Wrestle, struggle

o Standing against attacks (arrows)

Preparation for Spiritual Conflict

o First and foremost is our POSITION = “in Christ”

o Spiritual armor

Part Three: The Armor of God

Reread 6:10-11, 13-17

List armor on board

Discuss

o God’s part (initiative, lavish supply)

o Our part (receive, remember, use)

o Aspects of each piece

o How each piece has already appeared in Ephesians

Conclusion

Pray that each person would be aware of God’s lavish gifts to them

IN CHRIST, so that these pieces of spiritual armor would be the

more real and the more significant to them – not least within the

mundane settings of their lives.



Ephesians 6:10-20

Goal: In this lesson the class will review the spiritual struggle of the

Christian and the armor of God, with emphasis on how God has

already provided what we need for life and godliness. The class will

then focus on the necessity of intercessory prayer in this struggle.




Part One: Review of the spiritual fight & the armor (about 10 mins)

Read Eph. 6:10-20

Review why God’s special armor is necessary

Review the elements of this armor

Reinforce that the SOURCE of this armor is God, though we are

consciously involved in being “armed” when we remember his

lavish gifts to us and make use of them.

Part Two: Focus on Prayer

Reread Eph. 6:16-20

List the imperatives in v.18-20

Discuss the nature of these prayers (for others, intercessory,

unceasing, in the Spirit)

List the content of these prayers

Discuss the necessity of these prayers – mystery of prayer; Paul’s

consistent conviction that we can truly be involved in one another’s

lives through prayer (cf. 2 Cor. 1:10-11)

Discuss what we usually think to pray for others

Paul’s prayers as examples:

o Read Eph. 1:15-23

List content of this prayer

o Read Eph. 3:14-19

List content of this prayer

Discuss what these prayers tell us about what believers really need

Discuss real or hypothetical situations and move beyond the basics

(physical needs) to the spiritual-protection, spiritual-discernment,

and spiritual-maturity needs.

Conclusion

o Collect prayer requests, going deeper into the needs of the

people mentioned to consider their needs also for spiritual

protection, discernment and maturity.



Ephesians 6:21-24

Goal: In this lesson the class will trace the themes of Grace, Peace,

Faith and Love through the book of Ephesians.




Part One: Paul’s Final Words

Read Eph. 6:21-24

Discuss role of Tychicus

Link with Eph. 1:1-2

Lesson goal: to trace Grace, Peace, Faith and Love through this

letter as a review.

Part Two: GRACE

Define “Grace”

List the gifts that are ours in Christ, locating these in Ephesians

o Hints: See 1:3-14; 2:4-10, 18-19; 4:11-12; 6:13-17

Review why these are “undeserved”

o Hints: See 2:1-3, 8-9, 11-12

Discuss in what ways WE are instructed to show grace to others

o Hints: See 4:32; 5:21

Part Three: PEACE

Define “Peace”

Discuss how God made peace, what kind of peace, and for what

purposes

o Hints: See 2:13-22

Discuss how WE may practice peace (see Eph. 4:1-3)

Part Four: FAITH

Define “saving faith”

Discuss how faith begins

o Hints: See Eph. 2:1, 8-9; 1:13

Discuss what is objectively ours in Christ because of faith

o Hints: See Eph. 1:3-10, 13-14; 2:4-6, 19; 3:17

Discuss the effect of faith in Christ on our thinking

o Hints: See Eph. 1:18-20; 3:12; 4:17-24

Discuss the effect of faith in Christ on our actions

o Hints: See Eph. 2:10; 6:5-9; 5:21

Part Five: LOVE

Discuss how LOVE is God’s motive for saving us at all

o See Eph. 2:4-10; 5:1

Discuss Christ’s attitude toward the church

o See Eph. 3:14-19; 5:2, 25

Discuss how WE may live lives of love

o See Eph. 3:17; 4:15-16; 5:1-2, 25, 33

Conclusion: End with doxology in 3:20-21, and an encouragement to

students to reread the book of Ephesians on their own now!


A Timeline of Paul’s Life

2AD (?) Saul born in Tarsus

c.12-15AD Young Saul to Jerusalem

32AD Martyrdom of Stephen

33-34AD Persecution, conversion

36AD Paul’s first visit to Jerusalem

36-46AD Paul stays in Tarsus

46AD Barnabas seeks Paul’s help

47AD Paul serves in Antioch; Paul & Barnabas deliver famine relief to

brothers in Judea

47-48AD First missionary journey with Barnabas & John Mark

48-49AD In Antioch

49AD Jerusalem Council

49AD Paul & Barnabas split up

49-52AD Second missionary journey with Silas & later Timothy; Paul writes

1&2 Thessalonians

52-53AD In Antioch; rebukes Peter; writes Galatians

53-57AD Third missionary journey; writes 1&2 Corinthians, Romans

57-60AD Arrested in Jerusalem; imprisoned in Caesarea

60-61AD Paul journeys to Rome

61-62AD In Rome; writes Ephesians, Philippians, Colossians, Philemon, 1

Timothy & Titus

62-66AD Released; travels

66AD Imprisoned in Rome; writes 2 Timothy; dies a martyr’s death.

(Dates are approximate. Source:

www.blueletterbible.org)

A Timeline of Paul’s Life

2AD (?) Saul born in Tarsus

c.12-15AD Young Saul to Jerusalem

32AD Martyrdom of Stephen

33-34AD Persecution, conversion

36AD Paul’s first visit to Jerusalem

36-46AD Paul stays in Tarsus

46AD Barnabas seeks Paul’s help

47AD Paul serves in Antioch; Paul & Barnabas deliver famine relief to

brothers in Judea

47-48AD First missionary journey with Barnabas & John Mark

48-49AD In Antioch

49AD Jerusalem Council

49AD Paul & Barnabas split up

49-52AD Second missionary journey with Silas & later Timothy; Paul writes

1&2 Thessalonians

52-53AD In Antioch; rebukes Peter; writes Galatians

53-57AD Third missionary journey; writes 1&2 Corinthians, Romans

57-60AD Arrested in Jerusalem; imprisoned in Caesarea

60-61AD Paul journeys to Rome

61-62AD In Rome; writes Ephesians, Philippians, Colossians, Philemon, 1

Timothy & Titus

62-66AD Released; travels

66AD Imprisoned in Rome; writes 2 Timothy; dies a martyr’s death.

(Dates are approximate. Source:

www.blueletterbible.org)

http://www.blueletterbible.org/

http://www.blueletterbible.org/

Documents

PAUL & HIS TEACHING students to find the passages, and ... · PDF fileLesson 1 (Simple Outline) Who is Paul? ... and give a brief intro that explains where each ... God’s plan of